Office of Special Education & Early Intervention Services Getting Ready at the Local Level Preparing for the Service Provider Self-Review

Office of Special Education & Early Intervention Services Background The No Child Left Behind Act (NCLB) The Individuals with Disabilities Education Act (IDEA 2004, also frequently referred to as the Individuals with Disabilities Education Improvement Act or IDEIA)

Office of Special Education & Early Intervention Services Background

Office of Special Education & Early Intervention Services Continuous Improvement and Monitoring System Is concerned with Educational Benefit Regards the child as part of the whole school Targets areas of greatest concern

Office of Special Education & Early Intervention Services Why the SPSR? To improve student performance To ensure compliance To inform the Michigan Department of Education (MDE) and Intermediate School District (ISD) of local district (LEA) and public school academy (PSA) needs

Office of Special Education & Early Intervention Services Service Provider Self-Review Part B Operational Considerations

Office of Special Education & Early Intervention Services What is the SPSR? A team process conducted by each of the local education agencies (LEAs) and public school academies (PSAs) A process through which each LEA and PSA rates their performance on KPIs A process through which LEAs and PSAs implement plans for improvement A process that may begin as early as October 31, 2005 and must be completed by May 1, 2006

Office of Special Education & Early Intervention Services SPSR Framework FOUR COMPONENTS 1.Information Gathering 2.Key Performance Indicator Rating 3.Improvement Planning 4.Student-Level Corrective Action Planning

Office of Special Education & Early Intervention Services SPSR Components: 1. Information Gathering Educational Benefit Reviews Student Record Reviews IEP Implementation Reviews Surveys

Office of Special Education & Early Intervention Services Educational Benefit Reviews Used to determine if the Individual Education Program (IEP) was reasonably calculated to ensure educational benefit Used to look at how and how well the IEP Team made its decisions

Office of Special Education & Early Intervention Services Student Record Reviews To collect information for the rating of district performance on KPIs To assess the quality of IEP development To ensure compliance with the IDEA and Michigan’s Rules and Regulations

Office of Special Education & Early Intervention Services IEP Implementation Review Includes the review of educational documents and interviews with general and special education staff members Purpose is to determine if educational programs, instructional strategies, supplementary aids and services, and transition services (prescribed in a student’s IEP) have been consistently implemented

Office of Special Education & Early Intervention Services Surveys Parents Special Education Teachers and Providers General Education Teachers Administrators

Office of Special Education & Early Intervention Services SPSR Probe Question Analysis The next step after Information Gathering Involves a multidisciplinary stakeholder team, called the SPSR team. Determine the district’s performance Identify strengths and weaknesses

Office of Special Education & Early Intervention Services SPSR Components: 2. Key Performance Indicator Rating Analyze Data to Answer the Questions Utilize the Performance Rubric Rate District Performance for Each KPI

Office of Special Education & Early Intervention Services Key Performance Indicators

Office of Special Education & Early Intervention Services Michigan’s Key Performance Indicators: Primary Beliefs There is one set of curricular standards There is one set of behavioral expectations Effective schools use effective practices Learning differences are individual

Office of Special Education & Early Intervention Services Michigan’s KPIs Child Find Positive Behavior Support Student Assistance Teams Family Participation

Office of Special Education & Early Intervention Services Michigan’s KPIs (cont.) Curriculum Least Restrictive Environment Participation in the State General Assessment Preparation and Planning for Adult Life

Office of Special Education & Early Intervention Services Michigan’s KPIs (cont.) IEP Development, Implementation, and Timelines Peer Reviewed Research and Instructional Practices Highly Qualified Personnel Data Use

Office of Special Education & Early Intervention Services SPSR Components: 3. Improvement Planning Develop improvement plan Verify for completeness Monitor for effectiveness

Office of Special Education & Early Intervention Services SPSR Components: 4. Student Level Corrective Action Plans Develop Student Level Corrective Action Plans Verify for completeness Monitor for implementation

Office of Special Education & Early Intervention Services Evidence of Corrective Action Written Documentation Statements of Direct Actions Statements of Direct Observations Clear Evidence of Correction

Office of Special Education & Early Intervention Services SLCAP Timelines 30 Calendar Days: FAPE Issues 1 Year: For all other issues No Corrective Action

Office of Special Education & Early Intervention Services SPSR System Diagram

Office of Special Education & Early Intervention Services Local Support from the MDE Technical assistance and training Electronic Workbook SPSR Implementation Grant

Office of Special Education & Early Intervention Services Progressive Interventions Level One: District allocates additional time and resources Level Two: SEA directs expenditure of IDEA Part B funds Level Three: SEA withholds all or part of IDEA Part B funds

Office of Special Education & Early Intervention Services SPSR Conclusions This is a process required by IDEA The process is moving away from paper and moving toward local people Local implementation begins in the school year ISD monitors will assist districts with facilitation, technical assistance, and training

Office of Special Education & Early Intervention Services Considerations for Local Administrators Sample Selections, Teams, and FERPA

Office of Special Education & Early Intervention Services Sample Selection Educational Benefit Review Student Record Review Individualized Education Program (IEP) Implementation

Office of Special Education & Early Intervention Services Thinking About People and Teams Who would be best suited to sit on your over-arching multidisciplinary SPSR team? Who would be best suited to help with each of the information gathering steps? Who would be most prepared and interested in addressing each individual KPI? Who will be assigned credentials and enter information into your district’s electronic workbook?

Office of Special Education & Early Intervention Services Thinking About Personnel Requirements Apply for the SPSR Implementation Grant, if needed Look at the Grant’s worksheet for an estimated guidance regarding time allocations Arrange for subs, if needed Confidentiality must be a key consideration in determining personnel and parents who will be a part of this process

Office of Special Education & Early Intervention Services FERPA Considerations and the SPSR “ Personally identifiable information” includes, but is not limited to: The student’s name; The name of the student’s parent or other family member; The address of the student or student’s family; A personal identifier, such as the student’s social security number or student number; A list of personal characteristics that would make the student’s identity easily traceable; or Other information that would make the student’s identity easily traceable.

Office of Special Education & Early Intervention Services For More Information, Contact... Kathy Barker at CIMS Web site Your ISD monitor